Gilliland, Hap (4thed.)
(1999). Teaching the Native American. Council for
Indian Education.

COURSE DESCRIPTION:

Provides
a basic background for multicultural and bilingual teaching.Includes foundations and emphasis on the development of bilingual
education, the development of minority group children, sociolinguistic and
psycholinguistic issues, and the variety of program responses to addressing the
needs of minority group children.Also include a theory-into-practice component which explores curricular
approaches to the specific subject areas.

5.Study
curriculum materials that define and assess learner goals; include content,
skills and thinking; guide the selection of materials and resources; and help
develop assessment processes.

6.Develop
an understanding and appreciation for the importance of individualization in
the development of the whole person.

Student Objectives

1.TSW understand the basic vocabulary and current
critical issues of ESL, bilingual, and multicultural education as evidenced by
weekly assignments, threaded discussion responses and PowerPoint presentations.

2.TSW be able to facilitate small group discussions as
evidenced by being a facilitator for one of the course threaded
discussions.

3.TSW apply his/her learned pedagogical knowledge by
working with minority students and writing self-reflection papers about his/her
experiences.

4.TSW identify at least five teaching strategies and/or
classroom management strategies for working with ESL/bilingual/multicultural
students as measured by their response to a weekly assignment question.

5.TSW work individually or collaborately
within a small group to produce lesson plans for classes with
ESL/bilingual/multicultural students.

6.TSW use computer technology (sending files,
threaded discussions, internet exploration and research, and PowerPoint) and
how to relate these to elementary classrooms as evidenced by class assignments.

Coe Initial CONCEPTUAL Framework

Professional
and Pedagogical Development

MSU BILLINGS-INTASC STANDARDS

STANDARD 1: CONTENT PEDAGOGY

The teacher understands the historical-legal-philosophical
foundations of education, as well as the central concepts, tools of
inquiry, and structures of the discipline he or she teaches.The teacher creates
learning experiences that make these aspects of subject matter meaningful for
students.

STANDARD 2: STUDENT DEVELOPMENT

The teacher understands how children
learn and develop, and can provide learning opportunities that support a
child’s intellectual, social, and personal development.MSU Billings
teacher education candidates understand differences among groups of people and
individuals.In the context of human
similarity, candidates are aware of United States and global diversity,
respect and value differences, recognize that students and their families may
hold different perspectives and strive to meet individual student needs. (MSU
Billings definition of diversity, 2001)

STANDARD 3: DIVERSE LEARNERS

The teacher understands how students
differ in their approaches to learning and creates instructional opportunities
that are adapted to diverse learners.Montana educators understand and teach with
attention to the cultures of Montana
Indian nations.

STANDARD 4: MULTIPLE INSTRUCTIONAL
STRATEGIES

The teacher understands and uses a
variety of instructional strategies to encourage student development of
critical thinking, problem solving.

STANDARD 5: MOTIVATION AND MANAGEMENT

The teacher uses an understanding of
individual and group motivation and behavior to create a learning environment
that encourages positive social interaction, active engagement in learning, and
self-motivation.

STANDARD 6: COMMUNICATION & TECHNOLOGY

The teacher uses knowledge of
effective verbal, nonverbal, and media communication techniques to foster
active inquiry, collaboration, and supportive interaction in the classroom.

STANDARD 7: PLANNING

The teacher plans instruction based
upon knowledge of subject matter, students, the community, and curriculum
goals.

STANDARD 8: ASSESSMENT

The teacher understands and uses
formal and informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the learner.

STANDARD 9: REFLECTIVE PRACTICE:
PROFESSIONAL DEVELOPMENT

The teacher is a reflective
practitioner who continually evaluates the effects of his or her choices and
actions on others and who actively seeks out opportunities to grow
professionally.MSU Billings teacher candidates demonstrate
professional dispositions both on and off campus.

STANDARD 10: SCHOOL AND COMMUNITY
INVOLVEMENT

The teacher fosters relationships
with school colleagues, parents, and agencies in the larger community to
support students’ learning and well-being.

COURSE POLICIES:

Accommodations:Please contact me to discuss any special
needs and to agree upon necessary accommodations.

Late
assignments will have 5 points per week deducted from the total score received
on that assignment (drafts will lose 3 points if late).Revisited PowerPoint presentations will lose
5 points and must be turned in one week after they are returned.Threaded discussions cannot be made up; you
will only receive the number of points accumulated during the threaded
discussion time windows.